<![CDATA[Pengembangan keterampilan berbicara bahasa Indonesia di sekolah menengah masih menghadapi tantangan yang berdampak pada optimalisasi kompetensi komunikatif siswa. Penelitian ini bertujuan untuk mengeksplorasi perspektif guru mengenai strategi pengajaran berbicara, tantangan yang dihadapi, serta solusi yang diterapkan dalam praktik pembelajaran. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan tiga guru Bahasa Indonesia tingkat sekolah menengah di Kota Banjarmasin yang dipilih melalui purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur dan observasi kelas, kemudian dianalisis menggunakan analisis tematik dengan triangulasi teknik untuk menjamin kredibilitas temuan. Hasil penelitian menunjukkan tiga strategi utama, yaitu diskusi kelompok terstruktur, presentasi formal, dan simulasi percakapan berbasis konteks autentik. Diskusi meningkatkan partisipasi interaktif, presentasi memperkuat struktur wacana dan penggunaan bahasa baku, sedangkan simulasi mendorong spontanitas dan kompetensi pragmatik. Tantangan utama meliputi keterbatasan waktu dan heterogenitas kemampuan siswa, termasuk kecemasan berbicara. Guru mengatasinya melalui latihan tambahan, umpan balik konstruktif, serta integrasi teknologi melalui Google Meet dan Google Classroom untuk latihan berbasis rekaman video. Penelitian ini menyimpulkan bahwa integrasi strategi komunikatif dan teknologi secara komplementer dapat meningkatkan kualitas pembelajaran berbicara secara adaptif. Temuan ini berimplikasi pada penguatan kompetensi pedagogis guru dan pengembangan pelatihan berbasis praktik reflektif dalam Pendidikan Profesi Guru. Optimizing Students' Communicative Competence through Speaking Teaching Strategies: A Qualitative Study of Indonesian Language Teachers The development of Indonesian-speaking skills in secondary schools still faced challenges that hindered the optimization of students' communicative competence. This study aimed to explore teachers' perspectives on speaking-teaching strategies, the challenges they faced, and the solutions they applied in their learning practices. This study used a descriptive qualitative approach involving three Indonesian language teachers at the secondary school level in Banjarmasin City, selected through purposive sampling. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis with triangulation to ensure the credibility of the findings. The results showed three main strategies: structured group discussions, formal presentations, and conversation simulations grounded in authentic contexts. Discussions increased interactive participation. Presentations reinforced discourse structure and standard language usage. Simulations encouraged spontaneity and pragmatic competence. The main challenges included time constraints and student heterogeneity, including speaking anxiety. Teachers overcame these challenges through additional practice, constructive feedback, and technology integration. They used Google Meet and Google Classroom for video-based exercises. This study concluded that teachers improved the quality of adaptive speaking learning by integrating communicative strategies and technology in complementary ways. These findings imply that educators can strengthen their pedagogical competencies and develop reflective practice-based training in teacher professional education.]]>
